Arts, Music and Theatre Education in Elementary/Secondary School

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ARTS AND THEATRE EDUCATION 1

Arts,Music and Theatre Education in Elementary/Secondary School

Arts, music, and theatre education focuses on cultural expression andawareness. Elementary and secondary schools usually have differentprograms to cater for the unique capabilities of each student. Music,performing arts, and visual arts allow learners to benefit from “thecreative expression of ideas, experiences, and emotions” (Bostan,2016, p. 89). Artistic education not only appeals to students butalso perpetuates cultural heritage. In this paper, I will argue thatarts, music, and theatre education should be encouraged in schoolssince it enables learners to develop critical skills and nurturetheir talents.

Elementary and secondary schools usually teach various elements ofarts and music. Some of the visual arts include design, fashion,decorative art, animation, graphics, photography, film, sculpture,and painting. Parents support the personal development of theirchildren “through dance, arts, knowledge of a musical instrument,and drama” (Bostan, 2016, p. 94). However, many parents arrange fortheir children to receive private lessons. Local associations,cultural institutions, and children’s clubs are frequently used toprovide non-formal education. Dance lessons typically comprise ofcontemporary styles and ballet. Private lessons are provided in thepiano, guitar, and violin. Digital technologies are also used tofoster “performing, composing, and arranging” skills (McPhail,2016, p. 1155). The increased provision of arts, music, and theatreeducation in elementary and secondary schools can motivate parents tomake less use of private lessons.

Strategiesfor Involvement

Instructors can implement various strategies to facilitateinvolvement in art, music, and theatre production. They can ensurethat students have less pressure from other commitments. Combiningschool activities with music and theatre education is quitechallenging (Young, 2013). Many students would be too tired to focuson arts, music, and theatre education. In this regard, instructorscan provide less homework in other subjects. Students can receivepractical support and encouragement when distractions arise. Frequentfeedback helps learners to identify potential areas for improvementwhile undergoing music and theatre education (Maton, 2014).Elementary and secondary schools should also reduce the costsassociated with theatre education. Parents with little financialresources may not see the need to enroll their children for thelatter education.

It would be critical to highlight the benefits that young peoplecould obtain from involvement in arts, music, and theatre education.For example, students can derive plenty of pleasure and enjoymentfrom their peers (Salmon &amp Rickaby, 2014). Long-term friendshipscan develop from classes designed to teach about arts, music, andtheatre. Young people would experience deep satisfaction fromexploring their talents and abilities. Arts, music, and theatreeducation can enable students to learn a broad variety of skills. Inthis regard, learners in elementary and secondary schools can acquire“dance, singing, and performing skills” (Salmon &amp Rickaby,2014, p. 38). Some students can also learn technical skills throughinvolvement in backstage work. Consequently, students would gaininvaluable experience while enhancing their level of awareness.

In addition, instructors can work to reduce the challenges due topersonal conflicts. Continued involvement in arts, music, and theatreeducation is often hampered by breakdown in relationships. Hence,instructors must help learners to compromise and develop properunderstanding between one another. Some of the strategies that can behelpful include clear and concise communication. Students can acquire“a better sense of self-esteem and well-being” through arts,music, and theatre education (Salmon &amp Rickaby, 2014, p. 38).This would manifest through improved confidence as they participatein other social activities.

Benefitsof Artistic Education

Arts, music, and theatre education can cause tremendous changes in achild’s attitude and demeanor. In many instances, students requirehigh levels of encouragement and support at the beginning of classes.The majority of education courses focus on theoretical concepts thatreward good memory and high intelligence. However, arts educationexamines practical concepts that emphasize on creativity andflexibility (Maton, 2014). It is expected that some students wouldfind it challenging to adapt to such requirements. Notwithstanding,young learners would become more pro-active and self-reliant throughtheir participation in arts education. They may also develop awholesome personality while they embrace additional responsibilitiesin class (Bostan, 2016). Therefore, arts education can enhance thematurity of both elementary and secondary school students.

Instructors in elementary and secondary schools should providecontinuous guidance to their students. Admittedly, many theoreticalconcepts are taught for the sole purpose of passing examinations.Nevertheless, arts education provides practical training that cansupport a career (Rata, 2015). Instructors must help secondarystudents to manage their aspirations within performing arts. Inparticular, follow-up work must be done to enhance basic singing,dance, and performing skills. Instructors should identify new“educational opportunities within the creative arts” (Salmon &ampRickaby, 2014, p. 38). Students who excel in arts, music, and theatreeducation must be provided with mentors to benefit from specificcounsel. It would be helpful to expose exceptional learners totheatre companies and music labels. Instructors should organize forstudents to perform “in front of a paying audience” (Salmon &ampRickaby, 2014, p. 39). Institutions must also provide trips toexhibitions, galleries, and museums (Bostan, 2016). Such experiencescan make learning enjoyable and provide a platform for students tobecome successful performers.

Conclusion

Arts, music, and theatre education should be encouraged in elementaryand secondary schools since they enable students to nurture theirtalents and develop interpersonal skills. Young people can improvetheir confidence, emotional literacy, and social skills throughinvolvement in arts education. Students can gain an increasedawareness of their personal abilities while interacting with oneanother. They are usually trained on how to cooperate with otherssince arts, music, and theatre involve numerous people. Students candevelop long-lasting friendships with their peers through socialconnectedness. Furthermore, learners can experience a strong sense ofengagement that extends to other subjects. Instructors can contributeto positive outcomes by helping students to overcome variouschallenges. Consequently, artistic education can help students toenhance their skills and abilities.

References

Bostan, C. G. (2016). Parents` perception concerning artisticpractices in education. Romanian Journal for MultidimensionalEducation/Revista Romaneasca pentru Educatie Multidimensionala,8(2), 89-96. http://dx.doi.org/10.18662/rrem/2016.0802.07

Maton, K. (2014). Knowledge and knowers: Towards a realistsociology of education. London, UK: Routledge.

McPhail, G. J. (2016). Music on the move: methodological applicationsof Bernstein’s concepts in a secondary school music context.British Journal of Sociology of Education, 37(8),1147-1166. http://dx.doi.org/10.1080/01425692.2015.1044069

Rata, E. (2015). A pedagogy of conceptual progression and the casefor academic knowledge. British Educational Research Journal,42(1), 68. http://dx.doi.org/10.1002/berj.3195

Salmon, D., &amp Rickaby, C. (2014). City of one: A qualitativestudy examining the participation of young people in care in atheatre and music initiative. Children &amp Society, 28(1),30-41. http://dx.doi.org/10.1111/j.1099-0860.2012.0044

Young, M. F. D. (2013). Overcoming the crisis in curriculum theory: Aknowledge-based approach. Journal of Curriculum Studies, 45(2),101–118. http://dx.doi.org/10.1080/00220272.2013.764505